1.
Lambirth, A.: Chapter 3: Reading. In: Primary English teaching: an introduction to language, literacy and learning. pp. 23–36. SAGE, Los Angeles (2011).
2.
Castles, A., Rastle, K., Nation, K.: Ending the Reading Wars: Reading Acquisition From Novice to Expert. Psychological Science in the Public Interest. 19, 5–51 (2018). https://doi.org/10.1177/1529100618772271.
3.
Kirby, J.R., Savage, R.S.: Can the simple view deal with the complexities of reading? Literacy. 42, 75–82 (2008). https://doi.org/10.1111/j.1741-4369.2008.00487.x.
4.
• Dombey, H. (2009) The simple view of reading. ITE English: Readings for discussion., http://citeseerx.ist.psu.edu/viewdoc/download?doi=10.1.1.430.2749&rep=rep1&type=pdf.
5.
• Education Endowment Foundation (2016) Improving Literacy in Key Stage 1 – Guidance Report., https://educationendowmentfoundation.org.uk/education-evidence/guidance-reports/literacy-ks-1.
6.
• Education Endowment Foundation (2016) Improving Literacy in Key Stage 2 – Guidance Report., https://educationendowmentfoundation.org.uk/education-evidence/guidance-reports/literacy-ks2.
7.
Preparing for Literacy | Education Endowment Foundation | EEF, https://educationendowmentfoundation.org.uk/tools/guidance-reports/preparing-for-literacy/.
8.
Twiselton, S.: Seeing the Wood for the Trees: The National Literacy Strategy and Initial Teacher Education; pedagogical content knowledge and the structure of subjects. Cambridge Journal of Education. 30, 391–403 (2000). https://doi.org/10.1080/713657157.
9.
Wray, DavidMedwell, JaneFox, RichardPoulson, Louise: The teaching practices of effective teachers of literacy. Educational Review. 52, 75–84.
10.
Medwell et al: Effective Teachers of Literacy. (1998).
11.
Wray, D.: Teaching literacy: The foundations of good practice. Education 3-13. 27, 53–59 (1999). https://doi.org/10.1080/03004279985200091.
12.
Shapiro, L.R., Solity, J.: Differing effects of two synthetic phonics programmes on early reading development. British Journal of Educational Psychology. 86, 182–203 (2016). https://doi.org/10.1111/bjep.12097.
13.
Westbrook, J., Sutherland, J., Oakhill, J., Sullivan, S.: ‘Just reading’: the impact of a faster pace of reading narratives on the comprehension of poorer adolescent readers in English classrooms. Literacy. 53, 60–68 (2019). https://doi.org/10.1111/lit.12141.
14.
Bradbury, A.: The impact of the Phonics Screening Check on grouping by ability: A ‘necessary evil’ amid the policy storm. British Educational Research Journal. 44, 539–556 (2018). https://doi.org/10.1002/berj.3449.
15.
Reading Comprehension: From Theory to Practice | ESRC | Economic and Social Research Council, https://www.researchcatalogue.esrc.ac.uk/grants/RES-451-25-4287/outputs/read/2556fc32-abe5-44fa-b31c-915b4059d3b0.
16.
M, P.: Chapter 1: Knowing about the reading process (pp.1-22). In: Becoming a teacher of reading. SAGE, London (2015).
17.
Reading for pleasure, https://researchrichpedagogies.org/research/reading-for-pleasure.
18.
Darnell, C.A., Solity, J.E., Wall, H.: Decoding the phonics screening check. British Educational Research Journal. 43, 505–527 (2017). https://doi.org/10.1002/berj.3269.
19.
Duff, F.J., Mengoni, S.E., Bailey, A.M., Snowling, M.J.: Validity and sensitivity of the phonics screening check: implications for practice. Journal of Research in Reading. 38, 109–123 (2015). https://doi.org/10.1111/1467-9817.12029.
20.
Mesmer, H.A.E.: Text Decodability and the First-grade Reader. Reading & Writing Quarterly. 21, 61–86 (2005). https://doi.org/10.1080/10573560590523667.
21.
Murray, B.A., McIlwain, M.J., Wang, C., Murray, G., Finley, S.: How do beginners learn to read irregular words as sight words? Journal of Research in Reading. 42, 123–136 (2019). https://doi.org/10.1111/1467-9817.12250.
22.
Dominic Wyse and Usha Goswami: Synthetic Phonics and the Teaching of Reading. British Educational Research Journal. 34, 691–710 (2008).
23.
Carroll, J.M., Holliman, A.J., Weir, F., Baroody, A.E.: Literacy interest, home literacy environment and emergent literacy skills in preschoolers. Journal of Research in Reading. 42, 150–161 (2019). https://doi.org/10.1111/1467-9817.12255.
24.
Chlapana, E.: An intervention programme for enhancing kindergarteners’ cognitive engagement and comprehension skills through reading informational texts. Literacy. 50, 125–132 (2016). https://doi.org/10.1111/lit.12085.
25.
Hempel-Jorgensen, A., Cremin, T., Harris, D., Chamberlain, L.: Pedagogy for reading for pleasure in low socio-economic primary schools: beyond ‘pedagogy of poverty’? Literacy. 52, 86–94 (2018). https://doi.org/10.1111/lit.12157.
26.
Ford, M.P., Opitz, M.F.: A National Survey of Guided Reading Practices: What We Can Learn from Primary Teachers. Literacy Research and Instruction. 47, 309–331 (2008). https://doi.org/10.1080/19388070802332895.
27.
Gamble, N.: Exploring children’s literature: reading with pleasure and purpose. SAGE, Los Angeles (2013).
28.
Hanke, V.: Guided reading: young pupils’ perspectives on classroom practice. Literacy. 48, 136–143 (2014). https://doi.org/10.1111/lit.12019.
29.
O’Sullivan, O., McGonigle, S.: Transforming readers: teachers and children in the Centre for Literacy in Primary Education Power of Reading project. Literacy. 44, 51–59 (2010). https://doi.org/10.1111/j.1741-4369.2010.00555.x.
30.
Hudson, R.F., Pullen, P.C., Lane, H.B., Torgesen, J.K.: The Complex Nature of Reading Fluency: A Multidimensional View. Reading & Writing Quarterly. 25, 4–32 (2008). https://doi.org/10.1080/10573560802491208.
31.
Jerrim, J., Moss, G.: The link between fiction and teenagers’ reading skills: International evidence from the OECD PISA study. British Educational Research Journal. 45, 181–200 (2019). https://doi.org/10.1002/berj.3498.
32.
John, C.: Reading lessons: teacherâpupil interactions with text during three KS1 shared reading sessions. Literacy. 43, 123–133 (2009). https://doi.org/10.1111/j.1741-4369.2009.00537.x.
33.
Lockwood, M.: Attitudes to reading in English primary schools. English in Education. 46, 228–246 (2012). https://doi.org/10.1111/j.1754-8845.2012.01132.x.
34.
Maine, F., Hofmann, R.: Talking for meaning: The dialogic engagement of teachers and children in a small group reading context. International Journal of Educational Research. 75, 45–56 (2016). https://doi.org/10.1016/j.ijer.2015.10.007.
35.
Meek, M.: How the book works, how the story goes. In: How texts teach what readers learn. pp. 7–14. Thimble Press, Stroud (1988).
36.
Reading For Pleasure: A research overview | National Literacy Trust, https://literacytrust.org.uk/research-services/research-reports/reading-pleasure-research-overview/.
37.
Parry, B.: Popular culture, participation and progression in the literacy classroom. Literacy. 48, 14–22 (2014). https://doi.org/10.1111/lit.12027.
38.
Maria Nikolajeva: PICTUREBOOKS AND EMOTIONAL LITERACY. The Reading Teacher. 67, 249–254 (2014).
39.
Pearson, C.: Acting up or acting out? Unlocking children’s talk in literature circles. Literacy. 44, 3–11 (2010). https://doi.org/10.1111/j.1741-4369.2010.00543.x.
40.
Perkins, M.: How do children develop as readers? In: Becoming a teacher of reading. pp. 62–82. SAGE, London (2015).
41.
Rosenzweig, E.Q., Wigfield, A., Gaspard, H., Guthrie, J.T.: How do perceptions of importance support from a reading intervention affect students’ motivation, engagement, and comprehension? Journal of Research in Reading. 41, 625–641 (2018). https://doi.org/10.1111/1467-9817.12243.
42.
Ng, C.: Using student voice to promote reading engagement for economically disadvantaged students. Journal of Research in Reading. 41, 700–715 (2018). https://doi.org/10.1111/1467-9817.12249.
43.
Varga, A.: Metacognitive perspectives on the development of reading comprehension: a classroom study of literary text-talks. Literacy. 51, 19–25 (2017). https://doi.org/10.1111/lit.12095.
44.
Chapter 4: From the first marks to writing for a purpose in Riley, J. & Reedy, D. (2000) Developing writing for different purposes: Teaching about genre in the early years. In: Developing Writing for Different Purposes: Teaching about Genre in the Early Years. SAGE Publications Ltd, 1 Oliver’s Yard, 55 City Road, London EC1Y 1SP United Kingdom (2000). https://doi.org/10.4135/9781446219515.
45.
Bearne, E., Reedy, D.: Chapter 11: What writing involves in Bearne, E. & Reedy, D. (2018) Teaching Primary English: Subject knowledge and classroom practice. In: Teaching primary English: subject knowledge and classroom practice. Routledge, Abingdon, Oxon (2018).
46.
Conrad, N.J., Kennedy, K., Saoud, W., Scallion, L., Hanusiak, L.: Establishing word representations through reading and spelling: comparing degree of orthographic learning. Journal of Research in Reading. 42, 162–177 (2019). https://doi.org/10.1111/1467-9817.12256.
47.
Jones, S., Jones, Susan: How talk becomes text: Investigating the concept of oral reherasal in Early Years’ classrooms. British journal of educational studies. 57, 265–284 (2009).
48.
Lambirth, A., Lambirth, Andrew: Exploring children’s discourses of writing. English in education. 50, 215–232 (2016).
49.
Dix, S.: Teaching writing: a multilayered participatory scaffolding practice. Literacy. 50, 23–31 (2016).
50.
Dobson, T., Stephenson, L.: "I think it fits in”: using process drama to promote agentic writing with primary school children. Literacy. 53, 69–76 (2019). https://doi.org/10.1111/lit.12145.
51.
Fisher, R., Fisher, Ros: Whose writing is it anyway? Issues of control in the teaching of writing. Cambridge Journal of Education. 36, 193–206 (2006).
52.
Boscolo, P.: Chapter 20: Engaging and motivating children to write. In: Beard, R., Myhill, D., Mystrand, M., and Riley, J. (eds.) The SAGE handbook of writing development. SAGE, London (2009).
53.
Treiman, R., Kessler, B., Caravolas, M.: What methods of scoring young children’s spelling best predict later spelling performance? Journal of Research in Reading. 42, 80–96 (2019). https://doi.org/10.1111/1467-9817.12241.
54.
Bearne, E.: Assessing children’s written texts: a framework for equity. Literacy. 51, 74–83 (2017). https://doi.org/10.1111/lit.12105.
55.
Carroll, J.M., Carroll, J.M.: Chapter 3 – Principles of intervention: Screening, assessment and monitoring progress in Carroll, M., Bowyer-Crane, C., Duff, F., Hulme, C. & Snowling, M. (2011) in Developing Language and Literacy. In: Developing language and literacy: effective intervention in the early years. Wiley-Blackwell, Chichester, West Sussex (2011).
56.
Reading Comprehension: From Theory to Practice | ESRC | Economic and Social Research Council, https://www.researchcatalogue.esrc.ac.uk/grants/RES-451-25-4287/outputs/read/2556fc32-abe5-44fa-b31c-915b4059d3b0.
57.
Griffith, R.: Preservice teachers’ in-the-moment teaching decisions in reading. Literacy. 51, 3–10 (2017). https://doi.org/10.1111/lit.12097.
58.
Ellis, S., Smith, V.: Assessment, teacher education and the emergence of professional expertise. Literacy. 51, 84–93 (2017). https://doi.org/10.1111/lit.12115.
59.
Marshall, B.: Chapter 14: Assessment in English. In: Handbook of primary English in initial teacher education. pp. 227–238. National Association for the Teaching of English, Sheffield (2007).
60.
Treiman, R., Kessler, B., Caravolas, M.: What methods of scoring young children’s spelling best predict later spelling performance? Journal of Research in Reading. 42, 80–96 (2019). https://doi.org/10.1111/1467-9817.12241.
61.
Clay, M.M.: Chapter 3: Reducing reading and writing difficulties with an early intervention in Clay, M. (2005) Literacy Lessons Designed for Individuals – Part 1. In: Literacy lessons designed for individuals: Part one: Why? when? and how? Heinemann Education, Auckland, N.Z. (2005).
62.
Holliman, A.J., Hurry, J.: The effects of Reading Recovery on children’s literacy progress and special educational needs status: a three-year follow-up study. Educational Psychology. 33, 719–733 (2013). https://doi.org/10.1080/01443410.2013.785048.
63.
Clarke, P.J., Snowling, M.J., Truelove, E., Hulme, C.: Ameliorating Children’s Reading-Comprehension Difficulties. Psychological Science. 21, 1106–1116 (2010). https://doi.org/10.1177/0956797610375449.
64.
Stuart, M., Stainthorp, R.: Chapter 9 Teaching to overcome word reading difficulties (developmental dyslexia) in Stuart, M. & Stainthorp, R. (2016) Reading Development & Teaching. In: Reading Development and Teaching. pp. 166–179. SAGE Publications Ltd, 1 Oliver’s Yard, 55 City Road London EC1Y 1SP (2016). https://doi.org/10.4135/9781473920170.n9.
65.
Hatcher, P.J., Hulme, C., Snowling, M.J.: Explicit phoneme training combined with phonic reading instruction helps young children at risk of reading failure. Journal of Child Psychology and Psychiatry. 45, 338–358 (2004). https://doi.org/10.1111/j.1469-7610.2004.00225.x.
66.
Hurry, J., Sylva, K.: Long-term outcomes of early reading intervention. Journal of Research in Reading. 30, 227–248 (2007). https://doi.org/10.1111/j.1467-9817.2007.00338.x.
67.
Moss, G.: Raising Boys’ Attainment in Reading: some principles for intervention. Literacy (formerly Reading). 34, 101–106 (2000). https://doi.org/10.1111/1467-9345.00143.
68.
Slavin, R. What works for struggling readers?, http://www.bestevidence.org.uk/assets/What_works_for_struggling_readers.pdf.
69.
Vellutino, F.R., Fletcher, J.M., Snowling, M.J., Scanlon, D.M.: Specific reading disability (dyslexia): what have we learned in the past four decades? Journal of Child Psychology and Psychiatry. 45, 2–40 (2004). https://doi.org/10.1046/j.0021-9630.2003.00305.x.
